中国英语学习者记叙文中关联词使用的母语迁移研究

发布时间：2018-05-03 01:26

本文选题：母语迁移 + 关联词　；参考：《河北师范大学》2017年硕士论文

【摘要】：关联词指居于词和词或句与句的中间,担任联结职务的词或词组,是语篇衔接与连贯中不可或缺的一部分。此外,关联词的使用与学习者写作质量密切相关。然而当前很多英语学习者不能正确使用关联词,出现很多错误。有研究指出这些错误是母语迁移导致的。中国英语学习者关联词使用情况如何?汉语是否影响英语关联词习得?关联词迁移是如何随着学习者学习水平提高而变化?这都是本文将探究的问题。本文通过判断母语迁移的统一框架及比较-归纳方法框架,对30名英语学习者历时4学期的5次(共150篇)英语记叙文中的英语关联词母语迁移进行了分析,旨在研究中国大学生英语记叙文中关联词的使用情况,分析汉语对英语关联词使用的影响及其如何随二语水平的变化而变化。本文所使用记叙文文本由人工输入电脑并标注,再由Antconc3.4.4检索出所需数据,最后使用SPSS17.0对数据进行分析。结果发现:关联词使用频率中,时间类关联词(19%-39%)较高,添加类关联词(14%-26%)及因果类关联词(16%-25%)使用频率较低;对比正确率发现,时间类关联词(96%)及转折类关联词(97%)正确率较高;关联词使用平均正确率随着其英语学习水平提高呈折线趋势。个人层面来看,每次各类迁移中,正迁移比例多于负迁移比例,正负迁移比例从0到1不等;关联词迁移比例屈折变化,但大体仍为正迁移比例大于负迁移比例;不同学习者迁移情况存在个体差异。组群层面来看,各类关联词迁移比例正迁移比例显著大于两类负迁移比例,只有第一次中转折类关联词及三、四、五次添加类关联词正迁移比例与两类负迁移比例无显著差异;干扰性迁移与一致性迁移比例较小,且无显著差异;五次记叙文写作中各类关联词正迁移比例均高于两类负迁移比例;正迁移呈屈折变化,负迁移变化不明显,均无显著性差异。本研究对关联词研究及迁移研究有一定理论及实际意义:一方面,研究所采用的比较-归纳方法框架可能为今后迁移研究提供新思路;另一方面,本文研究结果可为先前关联词实证研究提供一定补充;此外,研究结果有助于帮助学习者区分中英关联词异同,使其能更好利用正迁移,减少负迁移,掌握关联词使用。
[Abstract]:Associative words refer to words or phrases in the middle of words and words or sentences and sentences, which are an indispensable part of cohesion and coherence of discourse. In addition, the use of relevance words is closely related to the quality of learners' writing. However, many English learners do not use the relevant words correctly and make many mistakes. Studies have pointed out that these errors are the result of mother tongue migration. What is the use of related words in Chinese EFL learners? Does Chinese affect the acquisition of English relevance words? How does the transfer of relevance words change with the improvement of learners' learning level? These are the questions this article will explore. By judging the unified framework of native language transfer and the framework of comparative inductive methods, this paper analyzes the transfer of the mother tongue of English related words in English narratives (150 English narratives) in 30 English learners, who have spent four semesters in 5 (150) English narratives. The purpose of this paper is to study the use of related words in Chinese college students' English narratives, and to analyze the influence of Chinese on the use of English related words and how they change with the change of second language level. The narrative text used in this paper is manually input into the computer and annotated, and then retrieved by Antconc3.4.4. Finally, SPSS17.0 is used to analyze the data. The results showed that in the frequency of using related words, the related words of time category were higher than those of other related words, and the correct rate of adding related words of time class was higher than that of other related words of time class, and the correct rate of adding related words of time class was higher than that of other related words of time class. The correct rate of comparison was higher than that of other related words, such as the correlation word of time class and the correlation word of turn class. With the improvement of English learning level, the average correct rate of use of relevance words tends to be broken line. At the individual level, the proportion of positive transfer is more than that of negative transfer, and the proportion of positive and negative transfer varies from 0 to 1, but the proportion of positive transfer is larger than that of negative transfer. There are individual differences in the transfer of different learners. At the cluster level, the proportion of positive transfer of all kinds of related words is significantly larger than that of two kinds of negative transfer, only the proportion of positive transfer of three, four, five times of addition of related words in the first time is not significantly different from that of the two types of negative transfer. The proportion of interference transfer and consistent transfer is small, and there is no significant difference; the proportion of positive transfer of all kinds of related words in five narrative writing is higher than that of two kinds of negative transfer; the positive transfer is inflectional, but the change of negative transfer is not obvious. There was no significant difference between the two groups. This study has some theoretical and practical significance for the study of relevance words and transfer: on the one hand, the comparative inductive framework adopted by the study may provide a new way of thinking for the study of transfer in the future; on the other hand, The results of this study can provide a certain supplement to the previous empirical study of relevance words. In addition, the findings can help learners to distinguish the similarities and differences between Chinese and English relevance words, so that they can make better use of positive transfer, reduce negative transfer, and master the use of relevance words.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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